• English Language & Literature Teaching
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• v.16 no.1
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• pp.1-18
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• 2009

The study aims to answer two questions: (a) what perceptions do NNESTs have about teaching native English speaking (NES) students? (b) what perceptions do NES students have of their NNESTs? The study participants were four NNESTs and 17 NES students. Data were collected through one-on-one interviews, which were analyzed qualitatively. Major study findings showed the differences between the NNESTs and their NES students in the area of teaching and language performance. The NNESTs were perceived by their students as using ineffective teaching techniques, lacking in their command of English, especially accent; the NNESTs, in turn, perceived themselves as well-prepared teachers with not too much concern about nonnativeness of English, and felt that their students were not actively engaged in their class. The present study indicates, for both NNESTs and NES students, the need to be aware of World Englishes (WE) in terms of language and pedagogy. This involves the variety of Englishes, especially with different accents existence among nonnative speakers, and the variety of learning and teaching methods in English class, where both need to create a balance between the old and new perspective to maintain a middle ground.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.237-254
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• 2011

This study investigated Korean university students' perceptions of NESTs (Native English Speaking Teachers) and NNESTs (Non-native English Speaking Teachers) in TEE (Teaching English through English) courses to examine strengths and weaknesses of NESTs and NNESTs. 100 university students who had an experience in taking TEE courses with both NESTs and NNESTs answered the questionnaire in which they were asked to answer questions of general area, language skills, affective areas, and teaching behaviors. 20 students out of them were also interviewed to consolidate the data. The results revealed that except for speaking ability, students did not express a strong preference for NESTs and they did have a preference in learning some specific skills. In terms of affective areas, students had a preference for NNESTs. In addition, there were differences in teaching behaviors of NESTs and NNESTs. These findings have valuable implications for NNESTs to improve their speaking proficiency: analyzing and participating in discourses, and monitoring teaching practice through videotaping.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.72-82
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• 2017

The purpose of this paper was to explore university students' perceptions on NEST(Native English-speaking Teacher)s and NNEST(Nonnative English-speaking Teacher)s who taught in an English camp of A university. 172 university students participating in the English camp during the vacation were asked to fill out a questionnaire including the satisfaction with the camp, NESTs' and NNESTs' general teaching qualifications, class management, and teaching contents. The data were analyzed through frequency, Pearson's Chi-square test and Fisher exact test. The research found that students were satisfied with NESTs' and NNESTs' classes in the camp. The students recognized that NESTs offered interesting classes while NNESTs prepared and taught the classes well. They also pointed out that NESTs instantly managed classes while NNESTs tended to rely on textbooks and offered more materials in classes. They realized that NNESTs focused more on English speaking, gave students more feedbacks about students' outcomes, and communicated with students more effectively. The paper provides pedagogical implications for more effective NESTs' and NNESTs' teaching.